Edited by Donald E. Heller and Madeleine B. d’ Ambrosio
Chapter 4: Young Faculty and their Impact on Academe
Cathy A. Trower Every generation blames the one before. And all of their frustrations come beating on your door. (Song lyrics “The Living Years,” 1988 Mike & The Mechanics) Each generation imagines itself to be more intelligent than the one that went before it, and wiser than the one that comes after it. (George Orwell, author) Each generation must recreate liberty for its own times. (Florence E. Allen, Federal Judge) Each new generation is a fresh invasion of savages. (Hervey Allen, poet)* Whichever quote you prefer, there’s plenty here to make us stop and think about the generations: blame, imagined superiority, recreation of liberty, and savagery! This is juicy stuﬀ and it is not just fodder for good songs and great quotes; these themes are playing themselves out right now in the hallowed halls of academe. Because I agree with C. Stone Brown (2005) who wrote, “it’s counterproductive to judge generational diﬀerences as a right way or a wrong way of doing tasks or learning, because there are diﬀerences in how generations feel about work, learn new tasks, and process information” (p. 30), the purpose of this chapter is threefold, to: (1) highlight the values that shaped the policies and practices composed by the Lost Generation (born 1883–1900), which worked well for the GI (1901–24), Silent (1925–42) and Baby Boom (1943–60) Generations, which do not work so well for the 13th Generation (referred to throughout this chapter as Generation X or Gen X (1961–811)...
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